Teaching Language Acquisition For English As Additional Language Children Essay

For the Purpose of this study EAL will be used to describe any child with English as an Additional Language. Information from the January 2012 schools census found that over one million children in the United Kingdom now speak another language in addition to English. It also found that there are over three hundred and sixty languages spoken in primary schools. These children can range from beginner speakers of English, such as refugees or asylum seekers, to those who are advanced speakers of English who have grown up at home with both English and another language being spoken (Webster, 2011)

As our nation shifts towards a more culturally diverse population both educators and families have to find a common ground to ensure that English Language Learners are academically successful. All stakeholders must carefully consider the social cultural impact on an ELL education. The process of raising bilingual learners take more than a language a school and a language learned at home. The transition must have a purpose and a goal.

Many of their learning needs are similar to those of other children and young people learning in our schools. However, these learners also have distinct and different needs from other learners by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning”. (NALDIC, 1999).

New Zealand is located in Oceania. It consists of islands in the South Pacific Ocean, southeast of Australia. The total area of this country is about 267,710 sq km. The nationality of the citizen is New Zealander. The population of New Zealand is about 4,438,393 people. The language used include English, Maori, Samoan, Hindi, French, Northern Chinese, and Yue. The religions available in New Zealand include Christian, Hindu, Buddhist, Maori Christian, Islam and

Supporting a child’s first language with classes run by Aboriginal education worker is likely to lead to better literacy in both languages (Dixon et al., 2012). Learning both the L1 and English are supported in the curriculum through the framework for Aboriginal languages and Torres Strait Islander languages (ACARA, n.d.).

As the world’s economy globalizes, English becomes the first priority language among the foreign languages in most non-English speaking countries, including China. In China, there is a boost of English learning and teaching (Sun, 2013). More and more Chinese people learn English as a second or foreign language. However, according to a survey of China’s language situation that was conducted in 2006, only 1.8% of English learners in China claimed to be able to act as interpreters on formal occasions, 3.53% to converse quite fluently, 15.61% to conduct daily conversations (Wei & Su, 2012). This indicated that only a few English learners in China can speak English fluently and that many English learners do not have the ability to engage in daily interactions.

Though I was in English Language Development in elementary school, I do not believe I ever really needed it. Even so, I am grateful I was put into ELD because when I graduated from the program in third grade I was taken on a field trip to the University of California, Merced. Before that trip I did not know what college was; my parents had only attended grade school so I did not have exposure to higher education. The school was so grand and new, and in that moment I saw the it l knew that I wanted to someday go to a school as magnificent as that one. Now I am a senior in high school, and about to enter college. Third grade me would be thrilled. But as I am about to enter the next chapter in my life I am undecided on what to major in and what I want

Should your community be able to choose what kids should be reading or should your english teachers be able to choose? Communities can pick what kids can read because if there is profanity in the book or if you think they your child is at a lower/higher level then what they’re reading. Also english teachers should be able to choose what kids are reading because they know the curriculum of the grade and teachers are the ones teaching your kids.

Two particular aspects of this topic I saw play out was their economic status, and linguistic background. The learning cite where I participated was aimed at helping children who came from a low income household, and also those who had English as their secondary language. Due to the fact that their families struggled financially I noticed many of these children where behind in school, and primarily in their English development. This could be a direct effect of low economic status because perhaps they lacked resources which could aid their learning, or their parents where not as involved because they were constantly at work. Therefore, they had very limited schedules and their involvement in their child’s education was short. Their linguistic background played a significant role in how they performed at school, because their practice was strictly limited to the time they spent at school they showed detriments in how well they acquired other languages such as English. They came from homes where they only spoke Spanish or otherwise and therefore they were taught to not practice it at home and leave everything they learnt or acquired at school, restricting them from further developing skills, which would develop their English. The environmental context in which children are brought up has a very significant role in children’s development; in my experience, I particularly saw the effect it had within their cognitive

Another socio-cultural factor which influences children’s language development is their cultural backgrounds and identity. A child’s cultural identity greatly influences the way they learn and their approach to education. “Teachers should

Acquiring language is part of child development. English is the common language in NewZealand, but not all the families' and children's first language are English. Teachers should find out what first language children and families use, if a child's first language is not reflected in setting beyond the home, a large part of the child's previous experiences is bing ignored or even actively rejected.

New Zealand has three major languages. The first language is English. Although it is not an official language of New Zealand, it is the language most predominantly spoken. New Zealand has two official languages. They are Maori and sign language. Maori was declared an official language in 1987. “Maori is only used in New Zealand and nowhere else in the world. Despite its official status, the language continues to struggle against being lost” (tourism.net). Sign language is the language used by many deaf people. In April 2006, New Zealand was the first country to declare sign language as an official language.

This report is on Te Whariki: Early Childhood Curriculum in which we follow as a framework for teaching in New Zealand. This report is going to cover the three broad age groups Te Whariki is based upon. It will explain the principles and strands of Te Whariki and the impact it has on a developing child. It will describe the purpose of Te Whariki and discuss ways it is used by early childhood education services throughout New Zealand. It will describe Te Whariki’s support for bi-culturalism throughout the early childhood sector. This report will discuss the importance of a partnership between home and the early childhood education settings, and will also discuss the Urie Bronfenbrenner’s ecological system theory and how

English is an international language which is used officially all around the world. Anybody who wants to make connections with the world we live in should learn English. I had English language classes in my secondary and high school years. I also took some private English learning courses throughout summers in my country, Turkey. However, I could not improve my English effectively as all Turkish students in Turkey. I fully agree that English will be learned most efficiently in the boundaries of an English-speaking country not in the home country because of some cases. Therefore, I came here, USA, to learn English better after graduation from my university.

English as a medium of instruction has developed as a global trend for a range of reasons. Nowadays EMI is truly a global phenomenon. In this literature review, I look at the historical backgrounds of EMI in three periods prior to a global phenomenon. What is more, I reflect upon the current developments of EMI at tertiary education focusing on the spread of EMI into the global universities, EMI in European universities, EMI in Asian universities and EMI in Thai universities. In each section, I link the current literature review to my initial research at the end of the sections in order to form my research grounds.